<?xml version='1.0' encoding='UTF-8'?><xml><records><record><source-app name="HighWire" version="7.x">Drupal-HighWire</source-app><ref-type name="Journal Article">17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Andersen, Simon Calmar</style></author><author><style face="normal" font="default" size="100%">Hvidman, Ulrik</style></author></authors><secondary-authors></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Implementing Home-Based Educational Interventions at Scale</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Human Resources</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2024-06-07 10:31:07</style></date></pub-dates></dates><elocation-id><style  face="normal" font="default" size="100%">0920-11173R2</style></elocation-id><doi><style  face="normal" font="default" size="100%">10.3368/jhr.0920-11173R2</style></doi><volume><style face="normal" font="default" size="100%"></style></volume><issue><style face="normal" font="default" size="100%"></style></issue><abstract><style  face="normal" font="default" size="100%">Although many educational programs have demonstrated the potential to increase student learning, few examples of successful scaling exist. We study the scalability of a home-based reading program that has shown promising results in an experiment within a local government. Using a nationwide experiment among the full population of 2nd-grade children in Danish public schools (n=51,312), we find that the intervention is less effective at large scale. We provide evidence on potential explanations for the lack of scalability, which suggests that low levels of take-up among both schools and parents were the most important barriers to successful scaling.</style></abstract></record></records></xml>